Investigating the effective factors in innovative teaching of Urmia University Faculty members based on job demands-resources model

Document Type : Original Article

Authors

1 Educational management / Urmia University / Urmia / Iran

2 Department of Educational Management, Urmia University, Urmia, Iran

3 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

10.22098/ael.2026.17193.1563

Abstract

Considering the current global landscape and its complexities, innovative teaching should be regarded as a vital tool for cultivating and improving problem-solving skills. Therefore, current research aims to investigate the effective factors in the innovative teaching of Urmia University faculty members based on the job demands-resources model.

The research method is descriptive- correlational of structural equations. 217 faculty members of Urmia University were selected by the Georgian-Morgan table via relative random sampling. Research Tools Includes Tschannen-Moran & Hoy Teacher's Self-efficacy questionnaire (2001), Maslach, Jackson and Leiter's Emotional exhaustion questionnaire (1996), Teaching Motivation questionnaire of Soenens et al. (2012), Teaching-Research Conflict questionnaire of Lai, Du and Li (2014), and Innovative Teaching questionnaire of Kemp and De Jong (2003). The confirmation factor analysis was used to evaluate the validity of the structural analysis, and the Cronbach's alpha coefficient was used for the reliability of the research tools by using SPSS26 and SmartPls3 software.

The findings revealed that teaching motivation and self-efficacy had a direct, positive effect, while emotional exhaustion had a direct, negative, and significant effect on innovative teaching. The mediating role of emotional exhaustion in the relationship between teaching-research conflict and innovative teaching was not confirmed. However, the mediating role of teaching motivation in the link between teaching-research conflict and self-efficacy with innovative teaching and the mediating role of emotional exhaustion in the relationship between self-efficacy and innovative teaching were confirmed.

It seems that self-efficacy and teaching motivation development lead to the use of innovative teaching methods in classes.

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History

  • Receive Date: 17 April 2025
  • Revise Date: 04 January 2026
  • Accept Date: 15 January 2026

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